Home > All categories

All categories


Question: CYP Core 3.3 Understand how to Safeguard the Well-Being of Children and Young People

1. Understand the main legislation,guidelines,policies and procedures for safeguarding children and young people.
1.1. Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people.
1.2. Explain child protection within the wider concept of safeguarding children and young people.
1.3. Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people.
1.4. Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice.

2. Understand the importance of working in partnership with other organisations to safeguard children and young people.
2.1. Explain the importance of safeguarding children and young people.
2.2. Explain the importance of a child or young person-centred approach.
2.3. Explain what is meant by partnership working in the context of safeguarding.
2.4. Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed.

3. Understand the importance of ensuring children and young people’s safety and protection in the work setting.
3.1. Explain why it is important to ensure children and young people are protected from harm within the work setting.
3.2. Explain policies and procedures that are in place to protect children and young people and adults who work with them.
3.3. Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected.
3.4. Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits.

4. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed.
4.1. Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding.
4.2. Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting.
4.3. Explain the rights that children,young people and their carers have in situations where harm or abuse is suspected or alleged.

5. Understand how to respond to evidence or concerns that a child or young person has been bullied.
5.1. Explain different types of bullying and the potential effects on children and young people.
5.2. Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place.
5.3. Explain how to support a child or young person and/or their family when bullying is suspected or alleged.

6. Understand how to work with children and young people to support their safety and wellbeing.
6.1. Explain how to support children and young people’s self-confidence and self esteem.
6.2. Analyse the importance of supporting resilience in children and young people.
6.3. Explain why is it important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety.
6.4. Explain ways of empowering children and young people to make positive and informed choices that support their well-being and safety.

7. Understand the importance of e-safety for children and young people.
7.1. Explain the risks and possible consequences for children and young people of being online and of using a mobile phone.
7.2. Describe ways of reducing risk to children and young people from :
- Social Networking
- Internet Use
- Buying On Line
- Mobile Phone

Answer: 1.2 Child protection is a high priority for Moorfield Primary School and plays a part in everything professionals do. It is an...


Read more of the answer →

  • Subject: Education
  • Course: CACHE level 3 diploma in supporting teaching and learning in schools
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 38240
  • Date submitted: September 12, 2017
  • Date written: September, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 8126

Question: An Analysis of an individual with Depression

Answer: This is an analysis of Jessica’s case study, it will analyse the social and biological factors that have influenced her behaviour and...


Read more of the answer →

  • Subject: Psychology
  • Course: Psychology
  • Level: Degree
  • Year: 1st
  • Mark: Not available
  • Words: 23037
  • Date submitted: December 18, 2015
  • Date written: December, 2010
  • References: Yes
  • Document type: Essay*
  • Essay ID: 7000

Question: BTEC Unit 38: Business and the Economic Environment

Unit code: T/502/5500
QCF Level 3: BTEC National
Credit value: 10


P1 Explain the effects, of changes in the economic environment on a selected business.

P2 Identify how government policies impact on a selected business. [IE, RL]

P3 Identify the impact of government spending on a selected business. [IE, CT]

P4 Explain how both fiscal and monetary policy decisions have affected a selected business.

M2 Analyse the effects of fiscal and monetary policies for a selected business in terms of the market it operates in.

P5 Describe the impact of international factors on a selected business.

Answer: P1 - Tesco however will be affected differently because of the nature of their work. In the recession they will have to...


Read more of the answer →

  • Subject: Business and Management
  • Course: Business
  • Level: Degree
  • Year: 1st
  • Mark: Not available
  • Words: 22873
  • Date submitted: September 12, 2013
  • Date written: November, 2012
  • References: Yes
  • Document type: Essay*
  • Essay ID: 5037

Question: Design, Develop and Implement - An E-Commerce Solution

Answer: This project report is a report that has been compiled following the completion of the authors’ final year project in partial fulfilment...


Read more of the answer →

  • Subject: Web Development
  • Course: Web Development
  • Level: Degree
  • Year: 2nd/3rd
  • Mark: 70%
  • Words: 22374
  • Date submitted: March 13, 2009
  • Date written: April, 2008
  • References: Yes
  • Document type: Dissertation
  • Essay ID: 967

Question: Teaching Assistant Level 3

1: Plan and implement an activity that encourages pupils to relate to others, e.g. Work co-operatively during group activities.

School age activities with socio-emotional skills
1. What is socio - emotional development?
2. Socio-emotional activities?
3. Development Products and Games?

2: How would a school involve children and your people in decision making?

3: What opportunities are provided to enable young people to be active citizens?

4: Think of as many positive words to describe yourself using the same initial as your first name, e.g. caring, creative, Carlton; magnificent, marvellous, Miriam; sensitive, sharing, Shazia; terrific, tremendous Tom.

5: Please describe group dynamics and social interaction.

6: How would you encourage a child’s self reliance?

7: Describe possible strategies for supporting the preparation of pupils for transfer or transition.

8: List ten ways to enable pupils to relate positively to others.

9: Describe how you would help pupils to develop emotional well-being and resilience.

10: How does a setting support children and young people during transitions?

11: What possible problems might a pupil experience when adjusting to a new setting?

12: How would you help a new primary school student to adjust to a new setting?

Answer: Question 1: Plan and implement an activity that encourages pupils to relate to others, e.g. Work co-operatively during group activities. IDEAS FOR...


Read more of the answer →

  • Subject: Education
  • Course: Teaching
  • Level: Degree
  • Year: 1st
  • Mark: Not available
  • Words: 22128
  • Date submitted: November 25, 2013
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 5213

Question: BSc (Hons) Quantity Surveying. Adjudication: Are Subcontractors penalised by Main Contractors for using adjudication against them, and do these penalties outweigh the short term financial benefits that could be gained?

Answer: It has been professed in published reports that subcontractors enjoy a high degree of success when referring disputes with main contractors to...


Read more of the answer →

  • Subject: Other Subjects
  • Course: Quantity Surveying
  • Level: Degree
  • Year: 2nd/3rd
  • Mark: 73%
  • Words: 22000
  • Date submitted: May 18, 2009
  • Date written: April, 2007
  • References: Yes
  • Document type: Dissertation
  • Essay ID: 1567

Question: THE MANAGEMENT OF INNOVATION

WHAT IS BEST PRACTICE IN THE MANAGEMENT OF TECHNICAL INNOVATION AND WHAT ARE THE LESSONS FOR TECHNOLOGY BASED ORGANISATION?

MBA Degree in Business Administration

Answer: Over recent years it has become evident that innovation is key to international competitiveness (Hagedoorn, 1991). One of the main challenges for...


Read more of the answer →

  • Subject: Business and Management
  • Course: Management
  • Level: Degree
  • Year: Graduate
  • Mark: Not available
  • Words: 20143
  • Date submitted: May 05, 2011
  • Date written: September, 1998
  • References: Yes
  • Document type: Dissertation
  • Essay ID: 3703

Question: (Phd Philosophy) Thesis title: Synchronisation in Concurrent, Object-oriented Languages: Expressive Power, Genericity and Inheritance

Answer: This thesis concerns itself with the topic of synchronisation in concurrent, object-oriented languages, (COOPL's) and makes contributions in three areas. The Sos...


Read more of the answer →

  • Subject: Philosophy
  • Course: Philosophy
  • Level: Degree
  • Year: Graduate
  • Mark: 75%
  • Words: 20057
  • Date submitted: February 05, 2009
  • Date written: October, 1994
  • References: Yes
  • Document type: Essay*
  • Essay ID: 2517

Question: Unit 503: Champion Equality, Diversity and Inclusion
Unit code: SHC 53

Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England)

1 Understand diversity, equality and inclusion in own area of Responsibility.

1.1 Explain models of practice that underpin equality, diversity and inclusion in own area of responsibility.

1.2 Analyse the potential effects of barriers to equality and inclusion in own area of responsibility.

1.3 Analyse the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion in own area of responsibility.

2 Be able to champion diversity, equality and inclusion.

2.1 Promote equality, diversity and inclusion in policy and practice.

2.2 Challenge discrimination and exclusion in policy and practice.

2.3 Provide others with information about: the effects of discrimination.

2.4 Support others to challenge discrimination and exclusion.

3 Understand how to develop systems and processes that promote diversity, equality and inclusion.

3.1 Analyse how systems and processes can promote equality and inclusion or reinforce discrimination and exclusion.

3.2 Evaluate the effectiveness of systems and processes in promoting equality, diversity and inclusion in own area of responsibility.

3.3 Propose improvements to address gaps or shortfalls in systems and processes.

4 Be able to manage the risks presented when balancing individual rights and professional duty of care.

4.1 Describe ethical dilemmas that may arise in own area of responsibility when balancing individual rights and duty of care.

4.2 Explain the principle of informed choice.

4.3 Explain how issues of individual capacity may affect informed choice.

4.4 Propose a strategy to manage risks when balancing individual rights and duty of care in own area of responsibility.

Answer: 1.1 It is vital in all aspects of supporting individuals that person centred support is practiced. All individuals are to be treated...


Read more of the answer →

  • Subject: Health and Social Care
  • Course: Level 5 Diploma in Leadership for Health and Social Care
  • Level: Degree
  • Year: 1st
  • Mark: Not available
  • Words: 19684
  • Date submitted: April 16, 2014
  • Date written: July, 2013
  • References: No
  • Document type: Essay*
  • Essay ID: 5578

Question: Group Assessment:Should parent’s be held responsible for the criminal acts of their children to a greater or lesser extent than the law at present commands?

Answer: We can’t cope with the effects of youth crime - 1997 Audit showed that youth crime amounts to 7 million recorded offences...


Read more of the answer →

  • Subject: Law
  • Course: Jurisprudence
  • Level: Degree
  • Year: 1st
  • Mark: 67%
  • Words: 17232
  • Date submitted: January 28, 2009
  • Date written: July, 1998
  • References: Yes
  • Document type: Project
  • Essay ID: 405

1 2 3 4 5 6 7 Next

New customer?

Registering is fast
and easy

Welcome back

Easy access

  1. Register with us
  2. Pay for instant access
  3. Or submit 3 essays
    of your own for
    FREE access

Browse

Adobe Reader is required to access all coursework & essays. (pdf)
PayPal handles payments on our behalf. All major credit cards and currencies accepted.

A PayPal account is not nessesary.